"Wawaloam School is a Professional Learning Community committed to challenging and motivating each child. Children acquire skills and strategies needed for continous SIC learning in a safe and nurturing environment where personal connections are cirtical and encouraged. We value vital partnerships with families and the community. We celebrate children and this precious time called childhood." (Wawaloam Elementary School)
Introduction
Wawaloam is a beautiful school located in the rural setting of Exeter COMMA Rhode Island. The school is part of a three step program for the children's elementary education. Wawaloam School is home to approximately 312 First and Second Grade students (DeSack 2007). This report will analyze aspects of Wawaloam Elementary School, the local community, and the surrounding district to provide an informational background on the strengths and weaknesses of the financial and cultural environment that new students and new teachers will face. GOOD INTRO
Community Background
The Exeter-West Greenwich Community is relatively small compared to many other cities,with a total population of 6,045 people. The Superintendent of the School is Thomas J. Geisman and the Principal is Melissa A. Marino (DeSack 2007). The population is 96.4% white, 0.7% African American, and 0.6% American Indian (U.S. Census Bureau 2000). It is unfortunate that there is such limited diversity in the school because it gives the students limited opportunities to interact with children from other races and cultures. The rest of the state, country, and world is far more diverse than than the Exeter-West Greenwich community and it's important for children to be introduced to other races and ethnic backgrounds.
The average family size is 3.15 in the community. The total number of housing units in the communtiy is 2,196. Out of of the total number of housing units 1,769 are owner occupied, 316 are renter occupied, and 111 are vacant housing units (U.S. Census Bureau 2000). This means that the majority of the community owns houses as opposed to renting, which means that the school presumably receives considerable funding from local property taxes.
The economy in the Exeter-West Greenwich District is as such; that there are 3,500 (72.5%) of the population is in the labor force. The median household income in 1999 was $64,425, and the median family income in 1999 was $74,157. The typical family in Exeter-West Greenwich is better off than most in Rhode Island. There are only 72 families (4.5%), and there are 319 (5.5%) individuals below the poverty level of $25,000 or less (U.S. Census Bureau 2000). . Only about 8% of students are eligible for free or reduced lunch whereas about 92% are not eligible. (Infoworks 2007) This information presents that the majority of the population is employed and above poverty level.
Crime is not a major concern of residents of Exeter- West Greenwich because thier local crime rate is very low. They are included in the top 12% of town in the state of Rhode Island for having a low Crime Rate. There is only an 8% crime risk for Exeter-West Greenwich community, compared to a 69% crime risk for the entire Washington/Kent County (Aisenberg 2000). Exeter-West Greenwich is a very safe close knit family community.
District Summary
Wawaloam Elementary school is only one third of the Exeter-West Greenwich district of education. Kindergarten is completed at Lineham Elementary School in West Greenwich, then the students move to Wawaloam Elementary School for first and second grade and then they move to Metcalf Elementary School in Exeter for grades 3rd through 6th. According to the RI Department of Education The Final Education Aid distributed to the Exeter West Greenwich District is $6,520,695 for general aid, $180,586 for literacy set-aside, $47,685 for technology, $317,451 for student equity, and $81,758 for professional development (U.S. Census Bureau 2000).
The total number of students in the Exeter-West Greenwich district is 2,035.23. The cultural diversity is similar to that for the community, with the majority of the population being white (96%), 2% of the population is Hispanic, and 1% is Asian, African American, and Native American. On average there are 205 teachers which leaves a student to teacher ratio of 1:9 which is slightly lower than the state's student to teacher ratio of 1:11. 100% of the students are non recipients for receiving special education services (Infoworks 2006).
Overall the Elementary School students met and exceeded the 2006 NCLB targets set for this district in mathematics and English Language Arts. However, students with disabilities failed to met both Mathematics and English Language Arts standards, and economically disadvantaged students met the Mathematics standard, but failed to reach the English Language Arts standard. In the middle school classification all students met and exceeded the 2006 state targets for mathematics and English Language Arts. In high school overall students met and exceeded both mathematics and English Language Arts standards (Infoworks 2006).
School Analysis
Wawaloam elementary school is a high performing school, they met 5/5 of their targets. In Index targets and scores for Math and English Language Arts they met or exceeded the scores for the 2006 State Targets (Infoworks 2006).
The school provides a safe and supportive environment for the students to learn in. Teachers feel that they get to use their skills and knowledge, and feel that they get to help decide on school policies. Parents also feel that they school views them as important partners. Parents also feel that the school includes them in major decisions related to budget and curriculum. Wawaloam has a relatively low number of incidents involved in violence, or suspensions. The total number of incidents of suspension was 9, with the average rate of suspensions being 3.4 a year. This was due to two incidents of disorderly conduct, four incidents of assault of a teacher, and three incidents of assault of a student (Infoworks 2006). These facts give the overall impression that the school provides a safe environment for the children to learn within.
The 2006 No Child Left Behind Report Card shows how the school has successfully met its standards. In English Language Arts the Target Score was 80.1%, our school met this standard with a score of 89.8%. Slightly lower than the average for the district, but higher than the average for the state. The Mathematice Target score was 68.1%, this school met the standard with an 81.8%, once again below the average for the district but above the average for the state (Infoworks 2006).
The attendance rate target for the NCLB Report Card was 90.0%, this school met the standard with an attendance rate of 95.7% (Infoworks 2006). Attendance plays a huge part in education, the fact that this school has such a high attendance target shows also that the parents from this school school district are supportive and involved.
Conclusion
In conclusion, I think Wawaloam Elementary School is in relatively good standings compared to the rest of the state. The smaller size of the school, the tighter knit community and the rural area also make Wawaloam a safer school compared to other schools. Wawaloam is high performing and met all of the NCLB standards set for the school. The research showed me several facts that I did not know about my neighboring district. The average household income was higher than I would of imagined for such a rural community. I think Wawaloam is a good reflection of its district and is actively supported by the members of its community. The principal is new, many of the teachers are new, and the teaching methods and technology are also new to this school. All of these components combined will help to provide a fresh outlook on how to provide an education that is ultimately going to help the students to reach their academic potential.
References
DeSack, Susan. Wawaloam School Handbook. Exeter-West Greenwich, 2007. 3-12.
"Learning and Achievement: Accountability." Information Works. 2006. RIDE. 06 Oct. 2007 <www.infoworks.ride.uri.edu>.
"Safe and Supportive Schools: Incidents of Suspension." Information Works. 2006. RIDE. 09 Oct. 2007 <www.infoworks.ride.uri.edu>.
"Using Information: District Demographics and Indicators." Information Works. 2006. RIDE. 03 Oct. 2007 <www.infoworks.ride.uri.edu>.
Evaluation / Feedback for EDC 102 Context Statement
Total Score for this Evaluation: 34/35 pts
Rubric
Introduction = 5/ 5 pts.
5 - Intro provides an overview of the upcoming analysis, including what school/district/community is being analyzed, what aspects are being analyzed, and who the report is intended to inform.
4 - Intro names the school/district/community and previews the scope of the report, but does not describe who the report is intended to inform.
3 - Intro names the school/district/community but not much else.
2 - Intro fails to name the school, district, and community.
0 - No introduction section is apparent.
NICE, COMPLETE INTRO
Organization = 5/ 5 pts.
5 - Report includes an Introduction, a Conclusion, and sections for the School, District, and Community. Within each section, paragraphs logically group the information presented.
4 - Report includes all of the sections mentioned previously, but does not break down information into paragraphs within each section.
3 - Report is missing one of the sections.
2 - Report is missing more than one section.
0 - Report does not include any sections.
Strengths and constructive comments about report's organization:
Mechanics = 5/ 5 pts.
5 - All information in the report is cited using APA styled- citations after the information and in a Reference section at the end of the report.
and
There are extremely few typos and misspelled words in the report.
4 - Most information is cited using APA style.
and/or
There are a noticeable number of typos or misspellings.
3 - Some citations in the References section are not in APA style, e.g. URLs are listed without the title of the website.
and/or
There are many typos, misspellings, or other writing errors.
2 - Most of the report's information is not cited, or APA style was not used.
0 - Report does not include a Reference section.
Strengths and constructive comments about report's organization:
Conclusion = 5/ 5 pts.
5 - Conclusion reviews analysis of school, district and community and describes why findings should be important to reader.
4 - Conclusion reviews analysis of school, district and community.
3 - Conclusion does not refer back to report findings.
0 - No conclusion section is apparent.
Strengths and constructive comments about conclusion:
Creativity = 5 / 5 pts.
5 - Report is written in an engaging style.
4 - Report has some interesting sections.
3 - Report generally reports information without seemingly without purpose.
Strengths and constructive comments about presentation:
Thoroughness = 9/10 pts
5 - Report includes at least ten different facts in each section (school, community, district) and
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
4 - Report includes at least eight different facts in each section and
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
3 - Report includes at least six different facts in each section and
compares some of the figures to other relevant figures
2 - Report includes at least four different facts in each section and
compares some of the figures to other relevant figures.
0 - Report includes less than four different facts for any section or
fails to compare any figures with other relevant figures.
Strengths and constructive comments about information contained in report:
Wawaloam Elementary School
"Wawaloam School is a Professional Learning Community committed to challenging and motivating each child. Children acquire skills and strategies needed for continous SIC learning in a safe and nurturing environment where personal connections are cirtical and encouraged. We value vital partnerships with families and the community. We celebrate children and this precious time called childhood." (Wawaloam Elementary School)
Introduction
Wawaloam is a beautiful school located in the rural setting of Exeter COMMA Rhode Island. The school is part of a three step program for the children's elementary education. Wawaloam School is home to approximately 312 First and Second Grade students (DeSack 2007). This report will analyze aspects of Wawaloam Elementary School, the local community, and the surrounding district to provide an informational background on the strengths and weaknesses of the financial and cultural environment that new students and new teachers will face. GOOD INTRO
Community Background
The Exeter-West Greenwich Community is relatively small compared to many other cities,with a total population of 6,045 people. The Superintendent of the School is Thomas J. Geisman and the Principal is Melissa A. Marino (DeSack 2007). The population is 96.4% white, 0.7% African American, and 0.6% American Indian (U.S. Census Bureau 2000). It is unfortunate that there is such limited diversity in the school because it gives the students limited opportunities to interact with children from other races and cultures. The rest of the state, country, and world is far more diverse than than the Exeter-West Greenwich community and it's important for children to be introduced to other races and ethnic backgrounds.
The average family size is 3.15 in the community. The total number of housing units in the communtiy is 2,196. Out of of the total number of housing units 1,769 are owner occupied, 316 are renter occupied, and 111 are vacant housing units (U.S. Census Bureau 2000). This means that the majority of the community owns houses as opposed to renting, which means that the school presumably receives considerable funding from local property taxes.
The economy in the Exeter-West Greenwich District is as such; that there are 3,500 (72.5%) of the population is in the labor force. The median household income in 1999 was $64,425, and the median family income in 1999 was $74,157. The typical family in Exeter-West Greenwich is better off than most in Rhode Island. There are only 72 families (4.5%), and there are 319 (5.5%) individuals below the poverty level of $25,000 or less (U.S. Census Bureau 2000). . Only about 8% of students are eligible for free or reduced lunch whereas about 92% are not eligible. (Infoworks 2007) This information presents that the majority of the population is employed and above poverty level.
Crime is not a major concern of residents of Exeter- West Greenwich because thier local crime rate is very low. They are included in the top 12% of town in the state of Rhode Island for having a low Crime Rate. There is only an 8% crime risk for Exeter-West Greenwich community, compared to a 69% crime risk for the entire Washington/Kent County (Aisenberg 2000). Exeter-West Greenwich is a very safe close knit family community.
District Summary
Wawaloam Elementary school is only one third of the Exeter-West Greenwich district of education. Kindergarten is completed at Lineham Elementary School in West Greenwich, then the students move to Wawaloam Elementary School for first and second grade and then they move to Metcalf Elementary School in Exeter for grades 3rd through 6th. According to the RI Department of Education The Final Education Aid distributed to the Exeter West Greenwich District is $6,520,695 for general aid, $180,586 for literacy set-aside, $47,685 for technology, $317,451 for student equity, and $81,758 for professional development (U.S. Census Bureau 2000).
The total number of students in the Exeter-West Greenwich district is 2,035.23. The cultural diversity is similar to that for the community, with the majority of the population being white (96%), 2% of the population is Hispanic, and 1% is Asian, African American, and Native American. On average there are 205 teachers which leaves a student to teacher ratio of 1:9 which is slightly lower than the state's student to teacher ratio of 1:11. 100% of the students are non recipients for receiving special education services (Infoworks 2006).
Overall the Elementary School students met and exceeded the 2006 NCLB targets set for this district in mathematics and English Language Arts. However, students with disabilities failed to met both Mathematics and English Language Arts standards, and economically disadvantaged students met the Mathematics standard, but failed to reach the English Language Arts standard. In the middle school classification all students met and exceeded the 2006 state targets for mathematics and English Language Arts. In high school overall students met and exceeded both mathematics and English Language Arts standards (Infoworks 2006).
School Analysis
Wawaloam elementary school is a high performing school, they met 5/5 of their targets. In Index targets and scores for Math and English Language Arts they met or exceeded the scores for the 2006 State Targets (Infoworks 2006).
The school provides a safe and supportive environment for the students to learn in. Teachers feel that they get to use their skills and knowledge, and feel that they get to help decide on school policies. Parents also feel that they school views them as important partners. Parents also feel that the school includes them in major decisions related to budget and curriculum. Wawaloam has a relatively low number of incidents involved in violence, or suspensions. The total number of incidents of suspension was 9, with the average rate of suspensions being 3.4 a year. This was due to two incidents of disorderly conduct, four incidents of assault of a teacher, and three incidents of assault of a student (Infoworks 2006). These facts give the overall impression that the school provides a safe environment for the children to learn within.
The 2006 No Child Left Behind Report Card shows how the school has successfully met its standards. In English Language Arts the Target Score was 80.1%, our school met this standard with a score of 89.8%. Slightly lower than the average for the district, but higher than the average for the state. The Mathematice Target score was 68.1%, this school met the standard with an 81.8%, once again below the average for the district but above the average for the state (Infoworks 2006).
The attendance rate target for the NCLB Report Card was 90.0%, this school met the standard with an attendance rate of 95.7% (Infoworks 2006). Attendance plays a huge part in education, the fact that this school has such a high attendance target shows also that the parents from this school school district are supportive and involved.
Conclusion
In conclusion, I think Wawaloam Elementary School is in relatively good standings compared to the rest of the state. The smaller size of the school, the tighter knit community and the rural area also make Wawaloam a safer school compared to other schools. Wawaloam is high performing and met all of the NCLB standards set for the school. The research showed me several facts that I did not know about my neighboring district. The average household income was higher than I would of imagined for such a rural community. I think Wawaloam is a good reflection of its district and is actively supported by the members of its community. The principal is new, many of the teachers are new, and the teaching methods and technology are also new to this school. All of these components combined will help to provide a fresh outlook on how to provide an education that is ultimately going to help the students to reach their academic potential.
References
DeSack, Susan. Wawaloam School Handbook. Exeter-West Greenwich, 2007. 3-12.
"Learning and Achievement: Accountability." Information Works. 2006. RIDE. 06 Oct. 2007 <www.infoworks.ride.uri.edu>.
"Safe and Supportive Schools: Incidents of Suspension." Information Works. 2006. RIDE. 09 Oct. 2007 <www.infoworks.ride.uri.edu>.
"Using Information: District Demographics and Indicators." Information Works. 2006. RIDE. 03 Oct. 2007 <www.infoworks.ride.uri.edu>.
Aisenberg, Mark. "Exeter-West Greenwich RI." City Town Info. 2000. 18 Oct. 2007 <http://www.citytowninfo.com/places/rhode-island/west-greenwich>.
"Census 2000 Data for the State of Rhode Island." U.S Census Bureau. 2000. U.S Census Bureau. 03 Oct. 2007 <http://www.dlt.ri.gov/lmi/census/edu/edu.htm>.
Peer Edit by KG
Evaluation / Feedback for EDC 102 Context Statement
Total Score for this Evaluation: 34/35 pts
Rubric
Introduction = 5/ 5 pts.
Organization = 5/ 5 pts.
Mechanics = 5/ 5 pts.
and
There are extremely few typos and misspelled words in the report.
and/or
There are a noticeable number of typos or misspellings.
and/or
There are many typos, misspellings, or other writing errors.
Conclusion = 5/ 5 pts.
Creativity = 5 / 5 pts.
Thoroughness = 9/10 pts
compares each figure with another relevant figure (e.g. state or national average) and
states whether or not the school is meeting NCLB standards.
compares most figures with relevant values and
states whether or not the school is meeting NCLB standards.
compares some of the figures to other relevant figures
compares some of the figures to other relevant figures.
fails to compare any figures with other relevant figures.